Đang tải... (xem toàn văn)
Youll find explanations of mathematical skills and plenty of opportunities for practice, investigation and mental maths throughout. The accompanying .Youll find explanations of mathematical skills and plenty of opportunities for practice, investigation and mental maths throughout. The accompanying .
Cambridge Primary Mathematics Whether they are learning about numbers with dominoes or using 3D shapes to create a house, Cambridge Primary Mathematics helps your learners develop their mathematical thinking skills They’ll be fully supported with worked examples and plenty of practice exercises, while projects throughout the book provide opportunities for deeper investigation of mathematical concepts – including making their own snakes to develop comparison skills With key word boxes, clear diagrams and supporting illustrations, the course makes maths accessible for second language learners ãỵ Get learners thinking about what they already know with Getting Started boxes ãỵ Help your learners think and work mathematically with clearly identified activities throughout each unit ãỵ Lets investigate provides learners with investigation activities ãỵ ‘Look what I can do!’ statements in each section and ‘Check your progress’ exercise at the end of each unit help your learners reflect on what they have learnt ãỵ Answers for all activities can be found in the accompanying teacher’s resource CAMBRIDGE Primary Mathematics Learner’s Book For more information on how to access and use your digital resource, please see inside front cover This resource is endorsed by Cambridge Assessment International Education support as part of a set of Provides ỵ resources for the Cambridge Primary Maths curriculum framework (0096) from 2020 ỵHas ỵ passed Cambridge International’s rigorous quality-assurance process ✓ Developed by subject experts ✓ For Cambridge schools worldwide Cherri Moseley & Janet Rees Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide To find out more visit cambridge.org/ cambridge-international Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of support so that teachers can effectively deliver Cambridge Primary Visit www.cambridgeinternational.org/primary to find out more Second edition Digital access CAMBRIDGE Primary Mathematics Learner’s Book Cherri Moseley & Janet Rees University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence www.cambridge.org Information on this title: www.cambridge.org/9781108746410 © Cambridge University Press 2021 This publication is in copyright Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press First published 2014 Second edition 2021 20 19 18 17 16 15 14 13 12 11 10 Printed in Dubai by Oriental Press A catalogue record for this publication is available from the British Library ISBN 978-1-108-74641-0 Paperback with Digital Access (1 Year) Additional resources for this publication at www.cambridge.org/9781108746410 Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter NOTICE TO TEACHERS IN THE UK It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i)ỵ where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii)ỵ where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii)ỵ where you are allowed to reproduce without permission under the provisions of Chapter of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions Introduction Introduction Welcome to Stage of Cambridge Primary Mathematics We hope this book will show you how interesting and exciting mathematics can be Mathematics is everywhere Everyone uses mathematics every day Where have you noticed mathematics? Have you ever wondered about any of these questions? • ỵ Are ỵ the numbers we use when measuring the same as the numbers we count with? ã ỵ Why ỵ are the same 10 digits used to make all numbers (0, 1, 2, 3, 4, 5, 6, 7, and 9)? ã ỵ ỵWhat is the difference between 2D and 3D shapes? ã ỵ ỵHow you describe a pattern? ã ỵ ỵHow you measure the passage of time? ã ỵ ỵHow you solve a mathematics problem? You will work like a mathematician to find the answers to some of these questions It is good to talk about mathematics and share ideas as you explore You will reflect on what you did and how you did it to think about whether you would the same next time You will be able to practise new skills and check how you are doing and also challenge yourself to find out more You will be able to make connections between what seem to be different areas of mathematics We hope you enjoy thinking and working like a mathematician Cherri Moseley and Janet Rees Contents Contents Pages Unit How to use this book Thinking and working mathematically 10 1ỵ 36 2ỵ Geometry 2.1ỵ 3D shapes 2.2ỵ 2D shapes Geometry and measure 48 3ỵ Fractions 3.1ỵ Fractions Number 56 4ỵ Measures 4.1ỵ Length Geometry and measure 66 Project 1: Snakes 67 5ỵ 86 Project 2: Compare the rows 87 6ỵ Position 6.1ỵ Position Geometry and measure 97 7ỵ Statistics 7.1ỵ Sets 7.2ỵ Venn diagrams Statistics and probability 110 8ỵ Time 8.1ỵ Time Geometry and measure 118 9ỵ Number Numbers to 10 1.1ỵ Counting sets of objects 1.2ỵ Say, read and write numbers to 10 1.3ỵ Comparing numbers 1.4ỵ Number words 1.5ỵ Odd and even numbers Working with numbers to 10 5.1ỵ Addition as combining 5.2ỵ Subtraction as take away Numbers to 20 9.1ỵ Counting to 20 9.2ỵ Counting, comparing, ordering and estimating 9.3ỵ Number patterns Maths strand Number Number Contents Pages Unit Maths strand 137 Project 3: Counting fish 138 10ỵ Geometry (2) 10.1ỵ 3D shapes 10.2ỵ 2D shapes 155 Project 4: Which one doesnt belong? 156 11ỵ Fractions (2) 11.1ỵ Halves 165 Project 5: Fair fruit 166 12ỵ Measures (2) 12.1ỵ Mass and capacity 12.2ỵ How we measure? Number 178 13ỵ Working with numbers to 20 13.1ỵ Addition by counting on 13.2ỵ Subtraction by counting back 13.3ỵ Using the number line 13.4ỵ Money Number 203 14ỵ Statistics (2) Statistics and probability 14.1ỵ Venn diagrams, Carroll diagrams and pictograms 14.2ỵ Lists, tables and block graphs 221 15ỵ Time (2) 15.1ỵ Time Geometry and measure 230 16ỵ Position, direction and patterns 16.1ỵ Position, direction and patterns Geometry and measure 241 Project 6: Finding drawers 242 Glossary 262 Acknowledgements Geometry and measure Number How to use this book How to use this book In this book you will find lots of different features to help your learning: Questions to find out what you know already What you will learn in the unit Important words that you will use Step-by-step examples showing a way to solve a problem Questions to help you think about how you learn There are often many different ways to solve a problem How to use this book These questions will help you develop your skills of thinking and working mathematically An investigation to carry out with a partner or in groups This will help develop your skills of thinking and working mathematically What you have learned in the unit Tick the column to show how you feel about each thing Questions that cover what you have learned in the unit At the end of some units there is a project for you to carry out, using what you have learned You might make something or solve a problem Thinking and Working Mathematically Thinking and Working Mathematically There are some important skills that you will develop as you learn mathematics Specialising is when I test examples to see if they fit a rule or pattern Characterising is when I explain how a group of things are the same Generalising is when I can explain and use a rule or pattern to find more examples Classifying is when I put things into groups and can say what rule I have used Thinking and Working Mathematically Critiquing is when I think about what is good and what could be better in my work or someone else’s work Improving is when I try to make my maths better Conjecturing is when I think of an idea or question linked to my maths Convincing is when I explain my thinking to someone else, to help them understand 1ỵ Numbers to 10 Getting started 1ỵ How many hippos are there? ỵ Draw a ring around the number that matches the set 2ỵ Count the toys and write the numbers 3ỵ Write some numbers you know in the space below ỵ ỵ 10 Tell your partner something about each of the numbers you wrote 1 Numbers to 10 Numbers are all around us Sometimes a number is a label, like the number on a football shirt or the number on a bus We count to find out how many there are A pack of T-shirts shows on the pack 11 Numbers to 10 1.1 Counting sets of objects We are going to ãỵ count sets of objects You need to say the numbers in the correct order to count To count objects, start with and say a number for each object The last number you say tells you how many objects there are How many? 1, 2, 1, 2, 3, countỵ estimateỵ how manyỵ lineỵ setỵ total 12 1.1 Counting sets of objects Exercise 1.1 1ỵ Count together 13 Numbers to 10 2ỵ Put some objects in the box ỵ ỵ ỵ Count your set of objects I counted to the same number each time! Put your objects in a row Count again 3ỵ Draw counters in the ten frame below ỵ ỵ Draw buttons in the ten frame below ỵ ỵ Draw counters in the ten frame below 14 1.1 Counting sets of objects Worked example Which domino has spots? Answer: This one! 4ỵ Which domino has spots? ỵ Draw a ring around the correct domino 5ỵ Which domino has spots? ỵ Draw a ring around the correct domino 15 Numbers to 10 6ỵ Match each picture to the correct number ỵ Ask your partner to show you how they got their answer 7ỵ Draw bananas ỵ Make it easy to see how many there are ỵ Look at your answer to question How did you make it easy to see how many you drew? 16 1.1 Counting sets of objects Worked example How many sunflowers are there? Estimate then count Answer: Estimate Count An estimate is a good guess I estimate there are sunflowers I am going to count the sunflowers to see if your estimate was close 1, 2, 3, There are I estimated 3, so I was very close 17 Numbers to 10 8ỵ Look at the picture on the previous page ỵ Estimate then count Write the numbers ỵ Estimate Estimate Estimate Estimate Estimate Count Count Count Count Count Let’s investigate Work with a partner Make a poster all about a number Talk about your poster with your class Look what I can do! ỵ ỵ ãỵ I can count objects and write the matching number.ỵ ỵ ãỵ I can find or draw the correct number of objects.ỵ ãỵ I can say how many objects are in some sets without counting.ỵ ãỵ I can give a good estimate of how many objects there are.ỵ 18 ỵ ỵ ỵ 1.2 Say, read and write numbers to 10 1.2 Say, read and write numbers to10 We are going to ãỵ say, read and write numbers and number words to 10 Saying the numbers in a number rhyme is a good way to learn the order of the numbers afterỵ beforeỵ between nextỵ numbersỵ orderỵ Exercise 1.2 pointỵ trackỵ 1ỵ Say this number rhyme together 1, 2, 3, 4, 5, Once I caught a fish alive! 6, 7, 8, 9, 10, Then I let it go again! Why did you let it go? Because it bit my finger so Which finger did it bite? ỵ This little finger on the right 2ỵ Say your favourite number rhyme to a partner 3ỵ Count to 10 Point to each number as you say it ỵ 10 19